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Maths

To be a mathematician .....

To be a mathematician ..... 1

Hello, I am Mr Wilson and I am the maths lead at Hayfield lane.....

 

 

‘Maths gives us hope that to every problem there is a solution.’

Maths at Hayfield Lane

Maths is an adventure for children (and adults) to immerse themselves in, get creative with, make mistakes, and achieve!

At Hayfield Lane we use a whole-class mastery programme designed to spark curiosity and excitement and help children nurture confidence in maths. At the heart of our Maths curriculum is the belief that all children can achieve. It’s built around a child-centred lesson design that models and embeds a growth mindset approach to maths.

EYFS (to be added)

Maths Mastery (Y1-6)

At Hayfield Lane each class moves through topics at broadly the same pace. Each topic is studied in depth and teachers do not move to the next stage until children demonstrate that they have a secure understanding of mathematical concepts.

We allow time for children to think deeply about maths and really understand concepts and how they relate to one another rather than a set of rules or steps. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers don’t need to revisit topics once they’ve been covered in depth.

We recognise that children have ‘light bulb’ moments at different times. Children who quickly grasp concepts are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.

Concrete, Pictorial, Abstract (CPA)

Children (and adults!) can find maths challenging because it is abstract. The CPA approach builds on children’s existing knowledge by introducing abstract concepts in a concrete and tangible way. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems. CPA develops a deep and sustainable understanding of maths in children.

Concrete is the ‘doing’ stage. Concepts are brought to life by children using concrete objects to model and solve problems by handling physical objects.

Pictorial is the ‘seeing’ stage. Visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem. Building or drawing a model makes it easier for children to grasp difficult abstract concepts.

Abstract is the ‘symbolic’ stage. Children use abstract symbols to model problems. Children will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem. The abstract stage involves teachers introducing abstract concepts (for example, mathematical symbols). Children are introduced to mathematical symbols (for example, +, –, x) to indicate addition, multiplication or division.

In KS1 we introduce children to ‘part-part-whole’ models to show how number bonds are split or combined. In Y2 and KS2 children are introduced to ‘bar modelling’ which allows children to draw and visualise mathematical concepts.

Mathletics

Mathletics is an engaging, fun and rewarding app which is proven to accelerate progress and matches the Maths learning children do in class. It gives children an opportunity to develop their independence, confidence, fluency, problem solving and reasoning.

Each week children complete challenges to earn points. Bronze certificates are handed out in class each week whilst silver and gold certificates are awarded in Gold Book assemblies.

Times Table Rockstars

Times Table Rockstars successfully improves children’s multiplication and division recall. Children compete against themselves, their friends, other classes and schools to move from a Rock Wannabe to a Rock Hero!

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